Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality

Es ampliamente aceptado que se requiere un entrenamiento repetitivo con tareas específicas y orientado a objetivos para mejorar los beneficios de la plasticidad neuronal en busca de aprendizaje psicomotor. Sin embargo, el éxito depende de conservar comportamientos deseados, como motivación y comprom...

Full description

Autores:
Caldas Flautero, Oscar Iván
Tipo de recurso:
Doctoral thesis
Fecha de publicación:
2023
Institución:
Universidad Militar Nueva Granada
Repositorio:
Repositorio UMNG
Idioma:
spa
OAI Identifier:
oai:repository.umng.edu.co:10654/46075
Acceso en línea:
https://hdl.handle.net/10654/46075
Palabra clave:
REALIDAD VIRTUAL
TECNOLOGIA EDUCATIVA
EDUCACION - METODOS DE SIMULACION
NEUROCIENCIAS
APRENDIZAJE PERCEPTIVO-MOTOR
Pausas de Presencia
Compromiso
Psicofisiología
Entrenamiento psicomotor
Realidad Virtual
Breaks in Presence
Engagement
Psychophysiology
Psychomotor training
Virtual Reality
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
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oai_identifier_str oai:repository.umng.edu.co:10654/46075
network_acronym_str UNIMILTAR2
network_name_str Repositorio UMNG
repository_id_str
dc.title.eng.fl_str_mv Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
title Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
spellingShingle Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
REALIDAD VIRTUAL
TECNOLOGIA EDUCATIVA
EDUCACION - METODOS DE SIMULACION
NEUROCIENCIAS
APRENDIZAJE PERCEPTIVO-MOTOR
Pausas de Presencia
Compromiso
Psicofisiología
Entrenamiento psicomotor
Realidad Virtual
Breaks in Presence
Engagement
Psychophysiology
Psychomotor training
Virtual Reality
title_short Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
title_full Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
title_fullStr Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
title_full_unstemmed Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
title_sort Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual reality
dc.creator.fl_str_mv Caldas Flautero, Oscar Iván
dc.contributor.advisor.none.fl_str_mv Aviles Sanchez, Oscar Fernando
Rodriguez Guerrero, Carlos
Verstraten, Tom
dc.contributor.author.none.fl_str_mv Caldas Flautero, Oscar Iván
dc.contributor.other.none.fl_str_mv Mauledoux Monroy, Mauricio Felipe
dc.subject.lemb.spa.fl_str_mv REALIDAD VIRTUAL
TECNOLOGIA EDUCATIVA
EDUCACION - METODOS DE SIMULACION
NEUROCIENCIAS
APRENDIZAJE PERCEPTIVO-MOTOR
topic REALIDAD VIRTUAL
TECNOLOGIA EDUCATIVA
EDUCACION - METODOS DE SIMULACION
NEUROCIENCIAS
APRENDIZAJE PERCEPTIVO-MOTOR
Pausas de Presencia
Compromiso
Psicofisiología
Entrenamiento psicomotor
Realidad Virtual
Breaks in Presence
Engagement
Psychophysiology
Psychomotor training
Virtual Reality
dc.subject.proposal.spa.fl_str_mv Pausas de Presencia
Compromiso
Psicofisiología
Entrenamiento psicomotor
Realidad Virtual
dc.subject.proposal.eng.fl_str_mv Breaks in Presence
Engagement
Psychophysiology
Psychomotor training
Virtual Reality
description Es ampliamente aceptado que se requiere un entrenamiento repetitivo con tareas específicas y orientado a objetivos para mejorar los beneficios de la plasticidad neuronal en busca de aprendizaje psicomotor. Sin embargo, el éxito depende de conservar comportamientos deseados, como motivación y compromiso, y evitar los no deseados, como aburrimiento y pérdida de concentración. Participar activamente y cooperar en el proceso de aprendizaje se conoce como compromiso y se relaciona con la satisfacción de necesidades psicológicas básicas, la interacción significativa con los objetos del entorno y la retroalimentación del desempeño y los estados emocionales para mejorar la experiencia de aprendizaje. Por lo tanto, se han abordado varios enfoques en los últimos años para promover el compromiso, incluida la gamificación y la realidad virtual (VR) para proporcionar mayores interacciones con el entorno, retroalimentación multisensorial y las condiciones para satisfacer las necesidades de competencia, autonomía y relacionalidad social. Aún así, pocos estudios pueden evaluar los efectos individuales de tales técnicas para promover el compromiso en tareas de aprendizaje con exigencia física. Esto es crucial porque un compromiso continuo asegura la adherencia al proceso de aprendizaje. Esta disertación explora nuevos métodos para promover el compromiso en el entrenamiento psicomotor en Realidad Virtual (RV) mediante el retiro sistemático de elementos y comportamientos asociados con las tres dimensiones de Presencia (Presencia Física, Presencia Social y Auto-Presencia) y cómo estos pueden contribuir de forma separada al compromiso. En la primera parte de este estudio, quisimos encontrar si el compromiso se afecta individualmente por la jugabilidad y el uso de RV. Los resultados mostraron que cada enfoque promovió cambios significativos pero diferenciados en indicadores de compromiso, como medidores de comportamiento, señales psicofisiológicas y autoinformes emocionales. También encontramos que a influencia de los estímulos de la realidad virtual son percibidos cuando la dificultad del juego es fija y se adapta al usuario. De lo contrario, el usuario se enfocará principalmente en intentar desempeñarse bien en el juego. En la segunda parte, propusimos que las pausas sistemáticas en la presencia podrían demostrar que cada una de las tres dimensiones de la presencia contribuye por separado a la formación de compromiso, si se emplean una dificultad fija. Demostramos que pausar la presencia física y la autopresencia fue más efectivo que la presencia social para afectar los indicadores psicofisiológicos y conductuales de compromiso. Descubrimos además que el nivel de intensidad de cada dimensión de Presencia (es decir, mayor o menos apariencia y comportamientos realistas) no influyó en la formación y percepción del compromiso. La evidencia obtenida se utilizó para proponer nuevas pautas para diseñar y adaptar entornos virtuales inmersivos, de acuerdo con el compromiso conductual y emocional en aprendizaje psicomotor.
publishDate 2023
dc.date.issued.none.fl_str_mv 2023-11-17
dc.date.accessioned.none.fl_str_mv 2024-11-05T14:43:16Z
dc.date.available.none.fl_str_mv 2024-11-05T14:43:16Z
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Doctorado
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/doctoralThesis
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_db06
format http://purl.org/coar/resource_type/c_db06
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10654/46075
dc.identifier.instname.spa.fl_str_mv instname:Universidad Militar Nueva Granada
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Militar Nueva Granada
dc.identifier.repourl.none.fl_str_mv repourl:https://repository.umng.edu.co
url https://hdl.handle.net/10654/46075
identifier_str_mv instname:Universidad Militar Nueva Granada
reponame:Repositorio Institucional Universidad Militar Nueva Granada
repourl:https://repository.umng.edu.co
dc.language.iso.none.fl_str_mv spa
language spa
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spelling Aviles Sanchez, Oscar FernandoRodriguez Guerrero, CarlosVerstraten, TomCaldas Flautero, Oscar IvánDoctor en Ciencias AplicadasMauledoux Monroy, Mauricio Felipe2024-11-05T14:43:16Z2024-11-05T14:43:16Z2023-11-17https://hdl.handle.net/10654/46075instname:Universidad Militar Nueva Granadareponame:Repositorio Institucional Universidad Militar Nueva Granadarepourl:https://repository.umng.edu.coEs ampliamente aceptado que se requiere un entrenamiento repetitivo con tareas específicas y orientado a objetivos para mejorar los beneficios de la plasticidad neuronal en busca de aprendizaje psicomotor. Sin embargo, el éxito depende de conservar comportamientos deseados, como motivación y compromiso, y evitar los no deseados, como aburrimiento y pérdida de concentración. Participar activamente y cooperar en el proceso de aprendizaje se conoce como compromiso y se relaciona con la satisfacción de necesidades psicológicas básicas, la interacción significativa con los objetos del entorno y la retroalimentación del desempeño y los estados emocionales para mejorar la experiencia de aprendizaje. Por lo tanto, se han abordado varios enfoques en los últimos años para promover el compromiso, incluida la gamificación y la realidad virtual (VR) para proporcionar mayores interacciones con el entorno, retroalimentación multisensorial y las condiciones para satisfacer las necesidades de competencia, autonomía y relacionalidad social. Aún así, pocos estudios pueden evaluar los efectos individuales de tales técnicas para promover el compromiso en tareas de aprendizaje con exigencia física. Esto es crucial porque un compromiso continuo asegura la adherencia al proceso de aprendizaje. Esta disertación explora nuevos métodos para promover el compromiso en el entrenamiento psicomotor en Realidad Virtual (RV) mediante el retiro sistemático de elementos y comportamientos asociados con las tres dimensiones de Presencia (Presencia Física, Presencia Social y Auto-Presencia) y cómo estos pueden contribuir de forma separada al compromiso. En la primera parte de este estudio, quisimos encontrar si el compromiso se afecta individualmente por la jugabilidad y el uso de RV. Los resultados mostraron que cada enfoque promovió cambios significativos pero diferenciados en indicadores de compromiso, como medidores de comportamiento, señales psicofisiológicas y autoinformes emocionales. También encontramos que a influencia de los estímulos de la realidad virtual son percibidos cuando la dificultad del juego es fija y se adapta al usuario. De lo contrario, el usuario se enfocará principalmente en intentar desempeñarse bien en el juego. En la segunda parte, propusimos que las pausas sistemáticas en la presencia podrían demostrar que cada una de las tres dimensiones de la presencia contribuye por separado a la formación de compromiso, si se emplean una dificultad fija. Demostramos que pausar la presencia física y la autopresencia fue más efectivo que la presencia social para afectar los indicadores psicofisiológicos y conductuales de compromiso. Descubrimos además que el nivel de intensidad de cada dimensión de Presencia (es decir, mayor o menos apariencia y comportamientos realistas) no influyó en la formación y percepción del compromiso. La evidencia obtenida se utilizó para proponer nuevas pautas para diseñar y adaptar entornos virtuales inmersivos, de acuerdo con el compromiso conductual y emocional en aprendizaje psicomotor.It is widely accepted that task-specific and goal-oriented repetitive training is required to improve the benefits of neural plasticity when seeking psychomotor learning. However, success also depends on preserving desired behaviors, such as motivation and commitment, and avoiding undesired ones, like boredom and loss of concentration. The willingness to actively participate and cooperate in the learning process is called engagement, and it is related to satisfying basic psychological needs, interacting with the objects around significantly, and receiving feedback about performance and emotional states to enhance the psychomotor learning experience. Several approaches have been addressed in recent years to promote engagement, mostly with gamification to promote such basic psychological needs (i.e., competence, autonomy, and social-relatedness) and virtual reality (VR) to enhance environmental interactions and multi-sensory feedback. Still, few studies can assess the single effects of such techniques to promote engagement in physically demanding learning tasks. This is crucial because an engagement continuum assures adherence to the learning process. This dissertation explores new methods to promote engagement in psychomotor training in VR by systematically removing specific elements and behaviors associated with the three dimensions of Presence (i.e., Physical Presence, Social, and Self-Presence) and how they can contribute differently to engagement. In the first part of this study, we wanted to find whether engagement is affected individually by the gameplay and the use of VR. Results showed that each approach promoted significant but separate changes in engagement indicators, such as behavioral meters, psychophysiological signals, and emotional self-reports. We also found that the influence of VR stimuli can only be perceived when the game difficulty is fixed and user-tailored. Otherwise, participants will focus mainly on trying and performing well in the game. In the second part, we proposed that systematic Breaks in Presence could demonstrate that each of its three dimensions separately contributes to engagement using a fixed game difficulty. We demonstrated that breaking the physical and self-presence were more effective than social presence in affecting psychophysiological and behavioral engagement indicators. We further discovered that the level of intensity of each dimension of Presence (i.e., greater or lesser realistic appearance and behavior) did not influence engagement formation and perception. The obtained evidence was used to propose new guidelines for designing and adapting immersive virtual environments according to behavioral and emotional engagement in psychomotor learning tasks.Universidad Militar Nueva GranadaVrije Universiteit Brussel1 Introduction 1.1 Motivation 1.2 Engagement in simulations as instructional method 1.3 The Sense of Presence in VR - Beyond Realism to Reaching Engagement 1.4 Research questions 1.5 Research objectives 1.5.1 Main objective 1.5.2 Specific Objectives 1.6 Research hypotheses 1.7 Scope 1.8 Ethical issues and disclosure statements 1.9 Thesis outline 2 State of the art 2.1 Neuroeducation, neurorehabilitation and neuroplasticity 2.1.1 Repetitive, task-specific, and goal-oriented practice 2.1.2 Difficulty adjustment 2.1.3 Multisensory integration and performance feedback 2.1.4 Social interaction 2.1.5 Section conclusion 2.2 Serious games and virtual reality 2.2.1 Serious Games and Virtual Reality in physically demanding tasks 2.2.2 Immersion and presence 2.2.3 Relevance of Presence in Virtual Reality 2.2.4 Presence-based strategies to manipulate user engagement 2.2.5 Measuring methods and technological approaches 2.2.6 Section conclusions 2.3 Psychophysiology for assessment of behavioral and emotional engagement 2.3.1 Emotion and assessment of emotional states 2.3.2 Subjective measures of emotional states 2.3.3 Objectives measures of emotional states 2.3.4 Measuring psychophysiological signals during physical and cognitive effort 2.3.5 Section conclusion 2.4 Chapter overview 3 Psychophysiological signals processing 3.1 Physiological considerations and measuring techniques 3.1.1 ECG signal 3.1.2 EDA signal 3.1.3 RSP signal 3.2 Materials and methods 3.3 Signal preprocessing and features extraction 3.3.1 ECG signal 3.3.2 EDA signal 3.3.3 RSP signal 3.4 Considerations for study protocols 3.5 Chapter overview 4 Immersive VR simulations 4.1 Materials and methods 4.2 Game design and deployment 4.3 Considerations for study protocols 5 Challenge vs. Presence: Separated effects on emotional engagement during open-loop experiments 5.1 Chapter introduction and background 5.2 Experimental setup 5.3 Data collection and processing 5.4 Study protocol - Parachute Experiment 5.5 Results and data analysis 5.6 Discussion 5.7 Chapter overview 6 Understanding behavioral and emotional engagement during dynamic difficulty adjustment in IVR 6.1 Chapter introduction 6.2 Experimental setup 6.3 Study protocol - The "wack-a-mole" experiment 6.4 Measurements and feature extraction 6.5 Results and data analysis 6.6 Discussion 6.7 Chapter overview 7 Breaking Presence by VR factors to shifting engagement 7.1 Chapter introduction 7.2 Experimental setup 7.2.1 Hardware and software 7.2.2 Study subjects 7.2.3 Measurements of engagement 7.2.4 Statistical analysis 7.3 Study protocol 7.4 Results and data analysis 7.4.1 Behavioral measures 7.4.2 Psychophysiological measures 7.5 Discussion 7.5.1 Changing the level of illusion does not affect performance nor emotional engagement 7.5.2 Exercise intensity increase with Presence, but not necessarily at higher levels 7.5.3 Controlling specific VR Factors influence the skin conductance level (SCL) 7.6 Chapter overview 8 General conclusions and future work 8.1 Thesis contributions 8.2 Guidelines for designing and adapting learning-intended IVR games 8.3 Limitations and future work Publications Bibliography Appendices A Participants’ material A.1 Experimental protocols and informed consent A.2 Questionnaires and self-reports A.2.1 Demographics questionnaire A.2.2 Virtual Reality Sickness Questionnaire A.2.3 Virtual Reality Neuroscience Questionnaire A.2.4 Self-Assessment Manikin (SAM) Test A.3 Ethics Committee approval B Joint Ph.D. Agreement between UMNG and VUB C Matlab/Python scripts C.1 Physiological signals preprocessing C.1.1 Electrocardiogram C.1.2 Skin Conductance C.1.3 Respiration C.2 Data acquisition from BiosignalsPlux device C.2.1 Main script in Matlab C.2.2 Python script to link Matlab and Biosignals device C.3 TCP/IP Server - To communicate with Unity3D D Unity Scripts D.1 "Parachute" experiment D.1.1 Game Manager script D.1.2 Player falling script D.1.3 Sam Test manager D.2 "Whack-a-mole" experiment D.2.1 Game Manager script D.2.2 Trial Manager script D.2.3 Scene master D.3 TCP/IP Client - To communicate with MatlabDoctoradoHet is algemeen aanvaard dat taakspecifieke en doelgerichte repetitieve training vereist is om de voordelen van neurale plasticiteit te verbeteren bij het streven naar psychomotorisch leren. Succes hangt echter ook af van het behouden van gewenst gedrag, zoals motivatie en toewijding, en het vermijden van ongewenst gedrag, zoals verveling en verlies van concentratie. De bereidheid om actief deel te nemen en samen te werken in het leerproces wordt betrokkenheid genoemd, en het hangt samen met het bevredigen van basispsychologische behoeften, het aanzienlijk interageren met objecten in de omgeving, en het ontvangen van feedback over prestaties en emotionele toestanden om de ervaring van psychomotorisch leren te verbeteren. Er zijn de afgelopen jaren verschillende benaderingen besproken om betrokkenheid te bevorderen, voornamelijk met gamificatie om dergelijke basispsychologische behoeften (bijv. competentie, autonomie en sociale verbondenheid) te bevorderen, en virtual reality (VR) om omgevingsinteracties en multisensorische feedback te verbeteren. Toch kunnen weinig studies de afzonderlijke effecten van dergelijke technieken beoordelen om betrokkenheid bij fysiek veeleisende leertaken te bevorderen. Dit is cruciaal omdat een continuüm van betrokkenheid de naleving van het leerproces waarborgt. Dit proefschrift onderzoekt nieuwe methoden om betrokkenheid bij psychomotorische training in VR te bevorderen door systematisch specifieke elementen en gedragingen geassocieerd met de drie dimensies van Aanwezigheid (d.w.z. Fysieke Aanwezigheid, Sociale Aanwezigheid en Zelf-Aanwezigheid) te verwijderen en hoe deze op verschillende manieren kunnen bijdragen aan betrokkenheid. In het eerste deel van deze studie wilden we onderzoeken of betrokkenheid afzonderlijk wordt beïnvloed door gameplay en het gebruik van VR. De resultaten toonden aan dat elke benadering afzonderlijke en significante veranderingen in betrokkenheidsindicatoren veroorzaakte, zoals gedragsmetingen, psychofysiologische signalen en emotionele zelfrapportages. We ontdekten ook dat de invloed van VR-stimuli alleen merkbaar is wanneer de moeilijkheidsgraad van het spel vaststaat en aangepast is aan de gebruiker. Anders zullen deelnemers zich voornamelijk richten op het proberen en goed presteren in het spel. In het tweede deel stelden we voor dat systematische onderbrekingen in aanwezigheid zouden kunnen aantonen dat elk van de drie dimensies afzonderlijk bijdraagt aan betrokkenheid met behulp van een vastgestelde moeilijkheidsgraad van het spel. We hebben aangetoond dat het doorbreken van fysieke en zelf-aanwezigheid effectiever was dan sociale aanwezigheid bij het beïnvloeden van psychofysiologische en gedragsmatige betrokkenheidsindicatoren. Verder hebben we ontdekt dat het niveau van intensiteit van elke dimensie van Aanwezigheid (bijvoorbeeld een meer of minder realistische verschijning en gedrag) geen invloed had op de vorming en perceptie van betrokkenheid. De verkregen bewijslast werd gebruikt om nieuwe richtlijnen voor het ontwerpen en aanpassen van meeslepende virtuele omgevingen voor te stellen, met het oog op gedragsen emotionele betrokkenheid bij psychomotorische leeractiviteiten.applicaction/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 InternationalAcceso abiertohttp://purl.org/coar/access_right/c_abf2Investigating mechanisms to promote engagement in psychomotor training using systematic breaks in presence in virtual realityREALIDAD VIRTUALTECNOLOGIA EDUCATIVAEDUCACION - METODOS DE SIMULACIONNEUROCIENCIASAPRENDIZAJE PERCEPTIVO-MOTORPausas de PresenciaCompromisoPsicofisiologíaEntrenamiento psicomotorRealidad VirtualBreaks in PresenceEngagementPsychophysiologyPsychomotor trainingVirtual RealityTesis/Trabajo de grado - Monografía - Doctoradoinfo:eu-repo/semantics/doctoralThesishttp://purl.org/coar/resource_type/c_db06Doctorado en Ciencias AplicadasFacultad de Ciencias Básicas y AplicadasUniversidad Militar Nueva GranadaWayne Choi, Ollivier Dyens, Teresa Chan, Mariles Schijven, Susanne Lajoie, Mary E. 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IEEE, 2018. doi:10.1109/VR.2018.8446575.Campus UMNGORIGINALCaldasFlauteroOscarIvan2023.pdfCaldasFlauteroOscarIvan2023.pdfTesis doctoral y anexosapplication/pdf27237782https://repository.umng.edu.co/bitstreams/8f9fa636-1109-415b-b14e-02294b39887e/downloadbf6c19161f38d4b746c1951115bd64feMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-83420https://repository.umng.edu.co/bitstreams/5f709ec3-a8a4-4b6d-8804-0bff960d9262/downloada609d7e369577f685ce98c66b903b91bMD55THUMBNAILCaldasFlauteroOscarIvan2023.pdf.jpgCaldasFlauteroOscarIvan2023.pdf.jpgIM Thumbnailimage/jpeg5563https://repository.umng.edu.co/bitstreams/6a6456bb-e7df-4d81-82df-b8eecfa054da/download574639051a09350f2a614efb3a200f1aMD5610654/46075oai:repository.umng.edu.co:10654/460752024-11-06 03:01:15.873http://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://repository.umng.edu.coRepositorio Institucional 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